Il progetto di didattica inclusiva bilingue per alunni sordi dell’Istituto Barozzi di Milano: esiti di ricerca sulla condizione socio-emotiva degli allievi sordi segnanti

[Autom. eng. transl.] Understanding the conditions that can contribute to the construction of a positive training context is essential to make the principles underlying a fully inclusive approach concretely feasible. The contribution, analyzing the data emerging from the research Quality of inclusion and deafness conducted by the Study and Research Center on Disability and Marginality (CeDisMa) of the Catholic University of Milan, pays specific attention to the interpersonal dynamics and socio-emotional experiences experienced by deaf students attending the Barozzi comprehensive school in Milan, engaged for years in the realization of didactic and educational lines in favor of pupils with such disabilities. The reflections presented are intended, on the one hand, to promote knowledge of projects aimed at testing models and educational programs based on bilingualism paths, on the other, to support the scientific debate about the evidence reached in support of an increasingly equitable and educational culture inclusive.